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Book part
Publication date: 28 September 2020

This chapter analyses the current situation and perceptions of quality assurance (QA) in adult education (AE) in Latvia. In the Latvian context, QA in AE is a challenge…

Abstract

This chapter analyses the current situation and perceptions of quality assurance (QA) in adult education (AE) in Latvia. In the Latvian context, QA in AE is a challenge. According to recent studies, QA should have a formative character in order to facilitate targeted benefits for adult learners, whereas in practice AE in Latvia is more focussed on the institutional perspective rather than the individual’s needs and wishes. This is in contrast with the humanistic approach to adult learning and andragogy principles, which emphasise learner-centred education. The aim of the chapter is to research opportunities for improving the QA process in AE in Latvia in order to increase personal benefits for an individual. The systematic review of scholarly papers, monographs, scientific reports on QA in AE conducted in Latvia in the twenty-first century indicated a contradiction between the theoretical concepts applied to AE in Latvia and the implementation of the QA process in practice. This chapter contributes to the overall understanding of the terminology used in AE in the country, analyses the prevailing concepts and elaborates conclusions for QA improvements based on humanistic pedagogy principles.

Details

From Pedagogy to Quality Assurance in Education: An International Perspective
Type: Book
ISBN: 978-1-83867-106-8

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Article
Publication date: 1 July 2005

Consuelo L. Waight and Barbara L. Stewart

To investigate how the adult learner is valued in e‐learning corporate settings.

Abstract

Purpose

To investigate how the adult learner is valued in e‐learning corporate settings.

Design/methodology/approach

Case study methodology was used for this research. Four Fortune 500 companies that had active e‐learning initiatives for a minimum of four years were selected. Data for the development of the four cases were collected via semi‐structured telephone interviews. The questions that guided data collection and case development are: what is the e‐learning context in your organization?; How is the adult learner valued in the e‐learning environment?; What considerations must be addressed when valuing the adult learner in e‐learning environments within corporate settings?

Findings

Four case studies emerged from data collection and revealed that adult learners are being valued and supported in corporate e‐learning settings. A comparative analysis of the case studies with the Waight and Stewart conceptual model showed that the e‐learning teams are complying with all factors for the exception of transfer and return on investment.

Research limitations/implications

A primary limitation inherent in this study is its inclusion of only four large corporations. Future investigation can extend understanding of how the adult learner is valued by researching more companies and their e‐learning teams.

Practical implications

These cases provide evidence that adult learners are being valued. They can serve as models for e‐learning teams in their efforts to value the adult learner in e‐learning within corporate settings.

Originality/value

Although a body of literature related to valuing adults in academic settings exists, little investigation has been done in corporate contexts. This study confirms that adult learners are valued in e‐learning in corporate settings.

Details

Journal of Workplace Learning, vol. 17 no. 5/6
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 14 August 2018

Karen Bordonaro

The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult

Abstract

Purpose

The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries.

Design/methodology/approach

This paper is a literature review.

Findings

This review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners.

Originality/value

This literature review offers a summative overview of adult education in a way that has not appeared in the library literature to date, along with explicit connections between adult education theories and academic library practices.

Details

Information and Learning Science, vol. 119 no. 7/8
Type: Research Article
ISSN: 2398-5348

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Book part
Publication date: 26 November 2020

Maria Brown, Maria N. Gravani, Bonnie Slade and Larissa Jōgi

This chapter discusses findings from a multiple case study of language learning programmes offered to adult migrant learners in Cyprus, Scotland, Malta and Estonia. First…

Abstract

This chapter discusses findings from a multiple case study of language learning programmes offered to adult migrant learners in Cyprus, Scotland, Malta and Estonia. First, using a cross-comparative policy analysis, the discussion synthesizes indicators of integration embedded in education policies and provisions for adult migrant learners. This analysis brings to light an overall inclusive approach: providers and programmes emerged as comparable in terms of type of programmes (formal, informal and nonformal; academic, vocational and interest-based); options available (academic, vocational and interest-based) and providers (state and civil society). However, policy analysis also illuminates restrictive indicators, such as traits of monocultural, generalizing policymaking that lacks consideration of sociodemographic differences between adult migrant learners. Secondly, the discussion validates the synthesized indicators by means of an analysis of qualitative data concerning the language programmes and related micro classroom-based practices, retrieved using qualitative research with adult migrant learners, their educators and related policy executives. Validated indicators include an inclusive approach to learners' entitlement to educational provision, as testified by educators' and policy executives' values and pedagogical approaches. Indeed, despite traits of monoculturalism and generalizing or homogenizing approaches identified at policy level, micro context data illuminated stakeholders' critical acknowledgement of the need of differentiated teaching and learning. Research-based recommendations include increased cooperation between state entities (e.g., inter-ministerial collaboration) and between state and civil societies, as well as professional development for adult educators that elicits their agency in proactively resisting and changing restrictive aspects of existent policies and practices.

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Article
Publication date: 7 August 2017

Vishal Arghode, Earl W. Brieger and Gary N. McLean

This paper analyzes critically four selected learning theories and their role in online instruction for adults.

Abstract

Purpose

This paper analyzes critically four selected learning theories and their role in online instruction for adults.

Design/methodology/approach

A literature review was conducted to analyze the theories.

Findings

The theory comparison revealed that no single theory encompasses the entirety of online instruction for adult learning; each theory explains some portion of adult online learning; theories are contextual; and components of all theories can be utilized to improve online learning.

Research limitations/implications

Adult learning theories and their roles in shaping online learning and instruction deserve more attention. The study of adult learning theories, combined with in-depth analysis of psychological and human resource literature, will enable researchers to delve deeper into the subject. More qualitative studies are needed to explore further how instructors’ ability to utilize theoretical principles can improve online learning.

Practical implications

This manuscript offers practical advice to instructors and other practitioners for utilizing adult learning theories for instructional enhancement.

Originality/value

This literature review uniquely contributes to filling the gap in human resource development literature by examining selected adult learning theories, comparing them and extending the theories’ applicability and value in online instruction.

Details

European Journal of Training and Development, vol. 41 no. 7
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 3 August 2012

Enzo Caminotti and Jeremy Gray

As two doctoral students and adult learners, the authors strongly believe that story telling can be a great tool for educators working with adult learners. The purpose of…

Abstract

Purpose

As two doctoral students and adult learners, the authors strongly believe that story telling can be a great tool for educators working with adult learners. The purpose of this paper is to increase awareness of how effective storytelling can be for adult learners.

Design/methodology/approach

The approach of this paper is one of gathering information from literature written on storytelling and adult learning. The paper is designed to introduce storytelling as an effective tool for adult educators while also pointing out the different types of storytelling and its implications on e‐learning.

Findings

The findings from the literature review completed confirmed the authors' view that storytelling is effective for adult learners.

Research limitations/implications

Because of the chosen research approach, a more comprehensive qualitative study should be completed to enhance the research on the effectiveness of storytelling on adult learning.

Practical implications

The paper gives insight as to how some organizations are using storytelling, types of effective storytelling for educators and also the implications of storytelling on e‐learning.

Originality/value

This paper provides resources and information for adult educators and organizations to enhance or implement another way of instructing adult learners. The focus of the paper is to get adult educators and organizations to use storytelling as part of the learning process.

Details

Journal of Workplace Learning, vol. 24 no. 6
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 1 October 2006

Kara J. Gust

The purpose of this paper is to present the lessons learned and alternative methods used in teaching library and internet searching skills to adult learners, especially…

Abstract

Purpose

The purpose of this paper is to present the lessons learned and alternative methods used in teaching library and internet searching skills to adult learners, especially senior citizens, in a non‐credit course offered by the Michigan State University Evening College.

Design/methodology/approach

The paper sets out the specific considerations taken in designing and executing an information literacy course for adult learners, along with observations and reflections, are described in detail and supported with evidence from research on adult learning theory and pedagogy. Preliminary sections describe the background and initial planning of the course, while additional sections describe each lesson learned in detail, including alternative teaching methods used and evaluation and assessment techniques.

Findings

The paper provides essential tips and suggestions to consider when teaching library and internet‐searching skills to adult learners, such as “keeping it simple”, establishing a slower‐paced learning environment, and providing unique and engaging class exercises. Also reports on successful alternative and unique approaches used when teaching adult learners.

Research limitations/implications

Most of the evidence provided is from general observations by the librarian/instructor over three years. More formalized testing needs to be applied to better assess student learning, along with comparison of results over several more years.

Practical implications

The paper is a highly useful source of practical information for librarians looking to teach unique user groups (adult learners, non‐traditional students, or senior citizens) information literacy skills, in a university setting and using new and engaging teaching techniques.

Originality/value

This paper offers innovative ideas and practical techniques using Breakfast at Tiffany's to use when teaching adult learners, especially senior citizens, information literacy skills.

Details

Reference Services Review, vol. 34 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Content available
Article
Publication date: 18 May 2020

Md Nahin Hossain, Md. Shamim Talukder, Abul Khayer and Yukun Bao

In the era of m-learning environments, multiple factors have been considered to explain adult learners' continuance usage intention, but largely without considering the…

Abstract

Purpose

In the era of m-learning environments, multiple factors have been considered to explain adult learners' continuance usage intention, but largely without considering the role of specific configurations of variables and how they may affect learners' intention. The purpose of this study is to show how cognitive need, subjective norms, perceived usefulness, satisfaction, confirmation, attitude and perceived ease of use combine to predict learners' frequent use intentions.

Design/methodology/approach

It is empirically validated through configurational analysis, using fuzzy-set qualitative comparative analysis (fsQCA) on 211 adult learners with experience in using Mobile learning applications (MLA).

Findings

The findings show learners' satisfaction of MLA usage combined with the cognitive need and attitude were found to be core conditions reinforcing learners' continuance intention.

Research limitations/implications

This study was conducted in the context of adult learners MLA whereby the motivations for continued usage and the nature of technological innovation could differ. In this regard, findings from this study may not be generalizable to other technological contexts.

Practical implications

In the planning and development of learning apps, software developers should pay attention to practical functions and extend key features that are frequently required for solving a problem using the new skill. On the marketing side, MLA companies should emphasize the full functionality of their apps to cater efficiently to the different needs and expectations of the learners.

Originality/value

This study contributes by extending existing knowledge on how cognitive need, satisfaction and attitude combine to increase or mitigate continuance intention to use toward the development of new configurational theories. This study fills the gap in the literature by introducing adult learners' continuance intention to use MLA and introducing through a methodological approach of fsQCA in adult learners' context.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

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Article
Publication date: 9 February 2015

Rebecca Halpern and Chimene Tucker

– The purpose of this paper is to apply adult-centered learning theories to online information literacy tutorials.

Abstract

Purpose

The purpose of this paper is to apply adult-centered learning theories to online information literacy tutorials.

Design/methodology/approach

This is a conceptual paper that examines the application of adult learning theories to online information literacy tutorials. The application is supported by examples from the literature of libraries and higher education, and from the writers’ own experiences with designing online tutorials informed by adult learning theories.

Findings

As online learners continue to be a growing population on our campuses, and as those online learners continue to be older than our traditional students, librarians must be prepared to design information literacy objects tailored to the unique learning styles of adults. Building from Knowles’ theory of andragogy, online tutorials that are informed by adult-centered strategies can be powerful tools for engaging with the adult online learner.

Practical implications

This article gives a useful and comprehensive overview of adult learning theory as applied by education and library researchers. It also provides a specific example of how those theories can be implemented in online tutorials through the Information Literacy Toolkit the authors created.

Originality/value

While there is literature on applying adult learning theory to library environments, little of it addresses how to do so in an asynchronous, self-paced tutorial. This is a contribution to the literature on asynchronous learning environments and suggests concrete ways to incorporate an adult-centered approach to digital learning objects.

Details

Reference Services Review, vol. 43 no. 1
Type: Research Article
ISSN: 0090-7324

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Book part
Publication date: 19 May 2015

Darryl E. Jones

Inquiry-based learning (IBL) is one of many approaches that enhance the quality of education by moving away from teacher-centered instructional methods and toward more…

Abstract

Inquiry-based learning (IBL) is one of many approaches that enhance the quality of education by moving away from teacher-centered instructional methods and toward more student-directed approaches. This chapter describes the adult-centered program delivered by The College of New Rochelle, School of New Resources – a northeastern, liberal arts institution that is a pioneer in educating adult learners. A model program for educating today’s adult learner is introduced with particular emphasis on faculty implementation of IBL in the classroom and student’s responses to the Life Arts Project (LAP), which is incorporated in each six credit course seminar. Through the LAP, adult learners investigate course content through exploration and discovery, participate in critical inquiry, investigate various research methodologies, and experience project-based learning.

Details

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-847-2

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